Esteban-Cornejo, I., Martinez-Gomez, D., Sallis, J. F, Cabanas-Sánchez, V., Fernández-Santos, J., Castro-Piñero, J. & Veiga, OL. (2015). Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP & DOWN Study. Preventive Medicine,77 106-111. Netherlands: Elsevier. Retrieved from https://doi.org/10.1016/j.ypmed.2015.05.013
Objective: To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance. Methods: This study was conducted with 1146 youth aged 12.5 ± 2.5 years in Spain during 2011–2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Results: Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators (β ranging from − 0.066 to − 0.144; all p < 0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated (β ranging from 0.058 to 0.154; all p < 0.05). Five major sedentary patterns were identified. The “high social-low TV/video” and the “low studying-high TV/video” patterns were negatively associated with all academic indicators (β ranging from − 0.085 to − 0.148; all p < 0.05). The “educational” pattern was positively associated with all academic indicators (β ranging from 0.063 to 0.105; all p < 0.05). Conclusions: Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance.
Institute for Health and Ageing
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